Resumen

MUNOZ-TIQUE, Javier Andrés  y  CARCAMO-VAZQUEZ, Héctor Gonzalo. The Family-School Relationship in Teacher Training and Professional Development. Educ. Educ. [online]. 2022, vol.25, n.2, e2525.  Epub 02-Feb-2023. ISSN 0123-1294.  https://doi.org/10.5294/edu.2022.25.2.5.

Objective: To identify the pedagogical strategies deployed over the last decade (2011-2021) in preparing teachers to work with families and communities. Methods and materials: A systematic review of academic articles extracted frof Web of Science (WoS), Scopus, and Scielo collections, whose approaches, subject matters, and results reported on teacher training processes in promoting relationships between schools, families, and communities. Results and discussion: The primary strategies identified are based on small-scale curricular changes mainly linked to problem-based learning and simulations, among other didactic tools that favor immersive education and professional skill development. Conclusions: Small-scale curricular changes are alternatives mediated by the maximum use of resources. They effectively establish and promote relationships between families, schools, and communities. Thus, pre- and in-service teachers are critical agents as educators endowed with sufficient preparation for educational leadership and social justice.

Palabras clave : Teacher training; educational innovation; school-community relationship; parent-school relationship; topic review.

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